Implementing generative AI (GenAI) in higher education: A systematic review of case studies

被引:0
作者
Belkina, Marina [1 ]
Daniel, Scott [2 ]
Nikolic, Sasha [3 ]
Haque, Rezwanul [4 ]
Lyden, Sarah [5 ]
Neal, Peter [1 ]
Grundy, Sarah [1 ]
Hassan, Ghulam M. [6 ]
机构
[1] University of New South Wales, Australia
[2] University of Technology Sydney, Australia
[3] University of Wollongong, Australia
[4] University of the Sunshine Coast, Australia
[5] University of Tasmania, Australia
[6] University of Western Australia, Australia
来源
Computers and Education: Artificial Intelligence | 2025年 / 8卷
关键词
Case study; Education; GenAI; Generative AI; Implementation; University;
D O I
10.1016/j.caeai.2025.100407
中图分类号
学科分类号
摘要
The introduction of Generative Artificial Intelligence (GenAI) tools, like ChatGPT, into higher education heralds a transformative era, reshaping instructional methods, enhancing student support systems, and redefining the educational landscape. Recent literature reviews on GenAI highlight a lack of focus on how these tools are being practically implemented in educational settings. Addressing this gap, the present study systematically examines empirical case studies that demonstrate the integration of GenAI into teaching and learning in higher education, offering actionable insights and guidance for academic practice. We conducted a search of relevant databases and identified 21 empirical studies that met our inclusion criteria. The selected studies cover a diverse range of disciplines, locations, types of participants (from first-year students to postgraduates and academics), and a variety of methodologies. We classified the selected publications based on the pedagogic theory of Laurillard's Conversational Framework (LCF) and the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. We also synthesized definitions from selected empirical studies and recent research exploring Technological Pedagogical Content Knowledge (TPACK) in the age of GenAI, providing a comprehensive understanding of GenAI-TPACK factors. Limitations and future research opportunities are also discussed. The paper concludes by providing a GenAI-TPACK diagram to guide educators in effectively incorporating GenAI tools into their teaching practices, ensuring responsible and impactful use in higher education. © 2025 The Authors
引用
收藏
相关论文
共 62 条
[1]  
Alateyyat S., Soltan M., Utilizing artificial intelligence in higher education: A systematic review, Paper presented at the 2024 ASU International conference in emerging technologies for sustainability and intelligent systems (ICETSIS), (2024)
[2]  
Baas J., Schotten M., Plume A., Cote G., Karimi R., Scopus as a curated, high-quality bibliometric data source for academic research in quantitative science studies, Quantitative Science Studies, 1, 1, pp. 377-386, (2020)
[3]  
Baidoo-Anu D., Ansah L., Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning, Journal of AI, 7, (2023)
[4]  
Belda-Medina J., Kokoskova V., Integrating chatbots in education: Insights from the chatbot-human interaction satisfaction model (CHISM), Int. J. Educ. Technol. High. Educ, 20, 1, (2023)
[5]  
Bernabei M., Colabianchi S., Falegnami A., Costantino F., Students' use of large language models in engineering education: A case study on technology acceptance, perceptions, efficacy, and detection chances, Comput Educ.: Artificial Intelligence, 5, (2023)
[6]  
Blundell C.N., Mukherjee M., Nykvist S., A scoping review of the application of the SAMR model in research, Comput Educ., 3, (2022)
[7]  
Bozkurt A., Unleashing the potential of generative AI, conversational agents and chatbots in educational praxis: A systematic review and bibliometric analysis of GenAI in education, Open Praxis, (2023)
[8]  
Buchner J., Buntins K., Kerres M., A systematic map of research characteristics in studies on augmented reality and cognitive load, Comput Educ., 2, (2021)
[9]  
Castillo-Segura P., Alario-Hoyos C., Kloos C.D., Fernandez Panadero C., Leveraging the potential of generative AI to accelerate systematic literature reviews: An example in the area of educational technology, Paper presented at the 2023 world engineering education forum - global engineering Deans Council (WEEF-GEDC), (2023)
[10]  
Celik I., Towards Intelligent-TPACK: An empirical study on teachers' professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education, Computers in Human Behavior, 138, (2023)